Higher education, a setting devoted to the enhancement of learning, inquiry, and development, continues to lack effective development for faculty. Mentoring relationships seek to provide enhancement, yet few mentoring programs exist. This literature review examines forms of mentoring, its benefits, barriers to implementation, means for successful implementation, and the alignment of mentoring practice with theory. Drawing on the Mar sick and Watkins model of informal and incidental learning, a model of mentoring in higher education is proposed. (Contains 2 figures.)